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Willse, Katie – State Education Standard, 2015
High-quality summer learning programs in a given city are often only able to address a fraction of the need. Lack of access to program data and absence of stakeholder coordination compounds the problem. Working together to systematically increase program quality and provide more high-quality summer learning opportunities where families need them…
Descriptors: Summer Programs, Program Development, Stakeholders, Goal Orientation
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Greenman, Adam – State Education Standard, 2015
Summer learning loss has been documented in the United States since early in the 20th century. These early studies measured differences in test scores at the beginning of the summer and at the end, and discovered that students did not retain information during the summer. Studies conducted throughout the 20th century confirmed this. Later studies…
Descriptors: Summer Programs, Low Income Groups, Youth Programs, Agency Cooperation
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Seidel, Bob – State Education Standard, 2015
Summer learning loss creates a permanent drag on the US education system. With the generous support of the Charles Stewart Mott Foundation, the National Summer Learning Association (NSLA) developed "Moving Summer Learning Forward: A Strategic Roadmap for Funding in Tough Times" to provide out-of-school time programs, school districts,…
Descriptors: Summer Programs, Educational Finance, Financial Support, Stakeholders
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Augustine, Catherine H.; McCombs, Jennifer Sloan – State Education Standard, 2015
The Wallace Foundation is funding a multiyear demonstration project to determine whether voluntary, district summer learning programs can stem summer learning loss for low-income students. Six districts--Boston, Cincinnati, Dallas, Duval County (Florida), Pittsburgh, and Rochester, New York--were selected for the demonstration project and…
Descriptors: Summer Programs, Low Income Groups, At Risk Students, Program Effectiveness
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Pitcock, Sarah; Seidel, Bob – State Education Standard, 2015
As numerous studies from 1906 on have confirmed, children lose ground in learning if they lack opportunities for building skills over the summer. Nonetheless, summer learning loss comes up but rarely in the national discussion of education reform. By the end of summer, students perform on average one month behind where they left off in the spring.…
Descriptors: Summer Programs, Maintenance, Program Development, Educational Policy
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McQuade, Aaron – State Education Standard, 2015
Research has shown that an idle summer is not just boring; it can cost a student as much as two to three months of educational progress. Summer is critical to each child's development, both mind and body. Any meaningful attempts to get at America's equity divide and the consequent gap in opportunities for kids must include summer education as a…
Descriptors: Summer Programs, Youth Programs, Academic Achievement, School Community Programs
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Walsh, Kate; Putman, Hannah; Lewis, Autumn – State Education Standard, 2015
Teaching is a difficult profession in ideal circumstances. The job requires immense talent and training when students have the overwhelming challenges associated with poverty. Teachers will succeed only if they are given excellent preparation and valuable fieldwork experience with effective teachers. School boards and leaders can and must insist…
Descriptors: Teacher Recruitment, Teacher Selection, Poverty, Disadvantaged Schools
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Barth, Jay – State Education Standard, 2015
Even as states made educational advances in recent years, they have often struggled to close achievement gaps between white students and students of color and between wealthier and poorer students. Arkansas is a state that has unquestionably made great strides in overall educational adequacy since the Arkansas Supreme Court made a stream of…
Descriptors: Equal Education, Achievement Gap, State Legislation, Educational Legislation
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Martinez, Monica; McGrath, Dennis – State Education Standard, 2015
Learners of all types can see achievement gains when schools remake themselves as centers of deeper learning. This article highlights eight schools that may be pointing the way to how the nation can finally close the gaps for Latino and black students in beginning and finishing college degrees: (1) King Middle School (Portland, Maine); (2)…
Descriptors: College Readiness, Achievement Gap, Educational Attainment, Achievement Gains
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Santelises, Sonja Brookins – State Education Standard, 2015
For decades, the United States has struggled to make good on its commitment to prepare all its young people, not just some, for the opportunities and responsibilities that await them after high school. The education system has worked to define what kids need to know and be able to do to maximize their options. In this article, the authors discuss…
Descriptors: Accountability, Educational Legislation, Federal Legislation, Educational Policy
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Quinn, Rand; Steinberg, Matthew P. – State Education Standard, 2015
Sooner or later, talk of closing achievement gaps turns to education finance--specifically, fixing widespread disparities in school funding within individual states. The difference between the resources that a district needs to educate all students and the amount the district actually spends is called an adequacy gap. The availability and use of…
Descriptors: State Policy, Educational Policy, State Aid, Achievement Gap
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Friedman, Josh – State Education Standard, 2013
Frustration, anxiety, and loneliness define too many high school experiences. For students with mental illness or other disabilities, this characterization is almost universal. Students with disabilities begin their high school careers immediately labeled as "special" and soon are ostracized from the larger student community. In high…
Descriptors: Social Integration, Accessibility (for Disabled), Inclusion, High School Students
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Eidelman, Steven M. – State Education Standard, 2013
When you speak with classroom teachers in general education settings about inclusive education, lack of training, and lack of administrative support are frequent commentaries. And when you review data from the U.S. Department of Education, it is clear that inclusion of students with disabilities in general education settings has yet to be fully…
Descriptors: Intellectual Disability, Athletics, Social Integration, Inclusion
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Favazza, Paddy C.; Siperstein, Gary N. – State Education Standard, 2013
While motor skills develop naturally among most typically developing preschoolers, young children with disabilities often experience deficits in this area. Therefore, it is important that children with disabilities are provided with "direct and intentional instruction" for motor skill development during the preschool years. One program…
Descriptors: Skill Development, Psychomotor Skills, Athletes, Preschool Education
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Osher, David; Pickeral, Terry – State Education Standard, 2013
Social inclusion for students with disabilities builds on steps taken for physically and academically inclusive learning environments and highlights the need for all students having frequent opportunities to interact with a broad range of peers in a variety of settings within and outside the classroom setting. This article presents some…
Descriptors: Inclusion, Social Attitudes, Disabilities, Educational Environment
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